Interprofessional Education: Challenges and Interphase with Problem-Based Leaning

10.6145/jme201626

Francis I. Achike

collaborative patient-centered care ； educational philosophy ； interprofessional education (IPE) ； problem-based learning

Journal of Medical Education

20卷3期副刊（2016 / 09 / 01）

258 - 268

英文

The modern history of interprofessional education (IPE) is rooted in the 1960s effort of the World Health Organization (WHO) to promote interprofessional learning (IPL) as a necessary prerequisite for successful interprofessional collaborative patient-centered care (IPCPC). The need for IPL arose from the observed failure of historic efforts at IPCPC attributable to the lack of the prerequisite education of the healthcare workforce. Following the 1988 WHO declaration of the purpose (learning together to work together for health) and definition (healthcare professional students learning with, from and about one another) of IPE, the concept has grown globally into an accreditation requirement for various healthcare professions curricula. IPL has therefore become a necessary curricular challenge in medical and allied health professional schools. This article discusses three domains of IPCPC: the learning for practice domain which basically focuses on pre-licensure training for IPCPC-ready graduates, the learning from practice domain which amounts to learning from reflection on professional practice, and thirdly, the practice from learning domain, which amounts to post-graduation maintenance of certification through continuing professional education (CPE) activities. This article also defines IPE curricular outcomes on the basis of which PBL, with significant conceptual overlap with IPL, is identified as perhaps the most veritable delivery modality for IPL. The challenges inherent in developing an IPL curriculum, including those specific to a PBL delivery mode are discussed with suggested solutions. These challenges include those related to administration, physical infrastructure, curriculum development, delivery, assessment and evaluation.

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